"Better Words" Worksheet

You'll be streets ahead with your TAKS essay/story if you use higher-grade vocabulary instead of humdrum verbs and expressions.

Several classes performed an exercise on this during the TAKS-prep period at the end of the day today. Here's a worksheet so you can play along at home! Simply come up with three words/expressions that are better superior alternatives to the listed words. Then, use one of those words as the basis for a simile or metaphor.

Easy, right?

TAKS Tips

Practice the TAKS test online ... for FREE!

I know, right? I'm excited too.

These do not include the Open-Ended Questions or Essay, but you can't have everything.

• Grade 10, 2009


• Exit Level, 2009


• Grade 10, 2006


• Exit Level, 2006

("You can't have everything. Where would you put it?" --Stephen Wright)

Revising & Editing Tips

Today's classroom notes:

The major parts of the revising and editing section of the sophomore TAKS test can be remembered by the acronym CUPSSSS (think of a cup with a snake in it, but a friendly snake, OK?).

Capitalization

Primarily proper nouns -- people's names, brand names, landmarks, groups/associations, cities, states, countries, planets, languages, etc. -- but occasionally the first word of a sentence; possibly the pronoun "I." Usually involves a word that should be capitalized and isn't.

• "the lake" vs. "Bachman Lake"


• "the bridge" vs. "Golden Gate Bridge

Usage

Any of a number of ways to make sure that the correct word is used given the context of the sentence.

• Verb Tense: Past vs. Present


• Subject/Verb Agreement: Singular vs. Plural


• Adverb vs. Adjective (strongly vs. strong)


• Word choice: accept vs. except


• Transition words

Most correct Revising & Editing answers will be based on usage.

Punctuation

Usually a missing comma or quotation mark, though occasionally a comma or quotation mark that doesn't belong; also periods, semicolons, question marks.

Spelling

You're on your own without dictionary access, so eliminate other choices if you're not 90% certain the word is misspelled.

Style

Usually a matter of finding the word that matches the tone of the selection. Most likely a matter of finding an academic/serious/professional word instead of a casual/slang word.

Sentence Combination/Revision

"How would you combine sentences X and Y?" "How can the ideas of sentences P and Q be combined? "How should sentence N be revised?"

I have NEVER seen the correct answer

• have a period keeping the answer as two "sentences" (usually one or both is/are not a complete sentence);


• join the two sentences with just a comma;


• join the two sentences with a semicolon and a FANBOY.

Furthermore, the answer is SELDOM

• one of the two longest options (remember, you're combining, which meants taking redundant material out; sometimes the sentence/ideas will be linked with a FANBOY or WABU, which can keep the answer longer than most);


• one that has three or more commas.

Plus a bonus S:

Sequence

The best answer usually involves putting sentences in a paragraph into chronological (time) order or eliminating a sentence with unnecessary information.

Satruday School

Students who attend Saturday School may qualify for extra credit removing the need to write the out-of-class essay during the 5th Six Weeks.

Saturday School will be held February 12th, 19th, and 26th from 8:30a to 12:30p.

Students who attend two Saturdays will receive an automatic 85 on their IWA (pre-AP) or other essay (English II).

Students who attend all three will receive an automatic 100.

All students must be productively working on TAKS objectives during each 4-hour session to receive the extra credit.

TAKS Essay Score Point 3

Following is criteria for scoring a "3" on the TAKS Essay. The words in green are those missing from the in-class handout.

SCORE POINT 3

EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

FOCUS AND COHERENCE

• Individual paragraphs and the composition as a whole are, for the most part, focused. The writer generally shows the clear relationship between ideas, making few sudden shifts from one idea to the next.


• The composition as a whole has a sense of completeness. The introduction and conclusion add some depth to the composition.


• Most of the writing contributes to the development or quality of the composition as a whole.

ORGANIZATION

• The writer’s progression of thought from sentence to sentence and paragraph to paragraph is generally smooth and controlled. For the most part, transitions are meaningful, and the links between ideas are logical.


• The organizational strategy or strategies the writer chooses are generally effective.


• Wordiness and/or repetition, if present, are minor problems that do not stall the progression of ideas.

DEVELOPMENT OF IDEAS

• The writer attempts to develop all the ideas included in the composition. Although some ideas may be developed more thoroughly and specifically than others, the development overall reflects some depth of thought, enabling the reader to generally understand and appreciate the writer’s ideas.


• The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the writer has been willing to take compositional risks when developing the topic.

VOICE

• The writer engages the reader and sustains that connection throughout most of the composition.


• For the most part, the composition sounds authentic and original. The writer is generally able to express his/her individuality or unique perspective.

CONVENTIONS

• The writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although the writer may make minor errors, they create few disruptions in the fluency of the composition.


• The words, phrases, and sentence structures the writer uses are generally appropriate and contribute to the overall effectiveness of the communication of ideas.

TAKS Prep: Reading Skills

Using the novel you've been reading in class, complete the following:

1. Find two (2) sentences where you've figured out the meaning of new words based on how they are used in the sentence. Explain how you figured out their meaning.


2. Make a prediction about what you think may happen later in the story based on one character's personality trait(s).


3. Summarize what the book is about, so far.